Papers by Candice Livingston
Codes of ethics and conduct for teaching practice: A policy framework for South Africa
South African journal of education, Dec 31, 2023
LitNet Akademies, Aug 24, 2023
die inkorporering van die ASA in akademiese vakke baie sinvol is en dat dit die akademiese skryfv... more die inkorporering van die ASA in akademiese vakke baie sinvol is en dat dit die akademiese skryfvermoë van die studente wat die program gebruik het, verbeter het.
Reading & Writing
Background: Fluency in mathematical language is essential for learning mathematics. Teachers must... more Background: Fluency in mathematical language is essential for learning mathematics. Teachers must understand and use their diverse mathematical knowledge, including language and communication difficulties inherent to mathematics instruction. According to recent South African research, Grade 1 teachers are not equipped to utilise learners’ linguistic skills for efficient learning of mathematics.Objectives: This research investigates South African Grade 1 teachers’ mathematical language perceptions, experiences, and feelings. These Grade 1 teachers’ transcripts were analysed to discover their understanding of the language of mathematics.Method: Exploratory, descriptive, and contextual research designs were used in conjunction with an adapted interactive qualitative analysis technique. Focus group interviews, individual interviews, and lesson observations, together with a purposive sampling technique, were used to gather the data from both public and private primary schools.Results: Th...
Per Linguam, 2022
Training the Teachers of the Future: Language Policy and Literacy Development is an international... more Training the Teachers of the Future: Language Policy and Literacy Development is an international collaborative project between universities in Belgium and South Africa. This project is aimed at developing a comprehensive programme for the integration of language across the curriculum (LAC) and disciplinary literacy (DL) in a Bachelor of Education degree. In this article, we explore the challenges faced by subject content lecturers in a faculty of education, in integrating a language across the curriculum and disciplinary literacy approach to teaching subject-specific content in non-language subjects. A needs analysis was conducted using a sequential exploratory mixed-method approach and thirty-nine lecturers were surveyed. Thereafter, fifteen lecturers were purposively sampled to be interviewed and observed during their lectures, to determine how LAC was implemented in the curricula. Finally, twelve students participated in focus group interviews in order to gain their insights on LAC in the curriculum The challenges identified in this needs analysis relate to an absence of know-how in dealing with the language diversity of students, a lack of knowledge regarding LAC and DL, specifically related to academic reading skills and academic vocabulary acquisition, and the time constraints of developing appropriate materials for the curricula. We propose and explore a 'Four Levels of Support' programme for lecturers which should lead to the development of sustained language across the curriculum and disciplinary literacy integration in the curricula.
LitNet Akademies, Nov 22, 2022
Ongeveer 65% van die Suid-Afrikaanse bevolking verkies dat hul kinders reeds in die grondslagfase... more Ongeveer 65% van die Suid-Afrikaanse bevolking verkies dat hul kinders reeds in die grondslagfase in Engels onderrig word, ongeag hul moedertaal. Ongelukkig het hierdie neiging 'n geweldige impak op Suid-Afrikaanse leerders se wiskundevaardighede. Behalwe dat daar tot op hede nog geen behoorlike wiskundetaalregisters vir Afrikatale ontwikkel is nie, is daar 'n aantal uitdagings wat verband hou met wiskunde-onderrig in Engelse klaskamers binne die konteks van Suid-Afrika. Ten spyte van die literatuur wat duidelik aandui hoe leerders wiskunde verwerf, is daar steeds 'n gebrek aan beskrywings van huidige ondersteuning wat aan isiXhosasprekende leerders in Engelse graad 1-klaskamers verskaf word. Hierdie artikel fokus dus daarop om die perspektiewe van graad 1-onderwysers se gebruik van onderrig-en leerstrategieë ter ondersteuning van isiXhosasprekende leerders se begrip van wiskunde in Engelse graad 1-klaskamers te ondersoek, te beskryf en te verstaan. Hierdie studie het 'n kwalitatiewe navorsingsbenadering in samewerking met 'n aangepaste metode van interaktiewe kwalitatiewe ontledingstelsels gevolg om diepgaande data van huidige Engelse graad 1klaskamerpraktyke in te samel. Ons het doelgerig vier laerskole gekies in die Wes-Kaapse Metro-Oos Onderwysdistrik. Die ondersoek se klem was op graad 1-onderwysers wat wiskunde aan isiXhosasprekende leerders onderrig in 'n klaskamer waar die taal van leer en onderrig (TvLO) Engels is. Data is versamel deur middel van ongestruktureerde, oop fokusgroeponderhoude, semi-gestruktureerde individuele onderhoude en leswaarnemings. Die bevindings verskaf 'n duidelike beskrywing van huidige onderrig-en leerstrategieë wat deur onderwysers gebruik word om isiXhosasprekende leerders se begrip van wiskunde te ondersteun. Bevindings rakende onderwysers se behoeftes aangaande voor-en indiensopleiding, asook ander uitdagings, is uitgewys. Gevolgtrekkings is gemaak in terme van Vygotsky (1978) se leerteorie binne die verweefde wiskundigevaardigheidsmodel van Kilpatrick, Swafford en Findell (2001). Op grond van hierdie bevindings is praktiese aanbevelings gemaak rakende onderrig-en leerstrategieë vir wiskunde-ondersteuning aan isiXhosasprekende leerders in Engelse graad 1-klaskamers.
South African Journal of Childhood Education
Background: Several isiXhosa home language (HL) learners are excluded from meaningful mathematics... more Background: Several isiXhosa home language (HL) learners are excluded from meaningful mathematics learning because they are taught in English. Not only do teachers lack epistemological and pedagogical confidence in using multiple languages when teaching mathematics, but there are no mathematical registers for African languages that allow for adequate mathematical teaching and learning. There is a scarcity of research on what constitutes effective mathematics instruction for isiXhosa HL learners in South African language of learning and teaching (LoLT) Grade 1 classrooms.Aim: The purpose of this study was to explore the experiences of Grade 1 teachers using visual representations to enhance isiXhosa HL learners’ understanding of mathematics in the English- LoLT in Grade 1 classrooms.Setting: This study was conducted at four primary schools in the Western Cape’s Metro East Education District.Methods: This study employs a qualitative research approach in conjunction with an adapted int...
Cultural-Historical Activity Theory as a Framework for Exploring Pre-service Teachers’ Use of an Intelligent Tutoring System for English Language Proficiency
Africa Education Review
“Spreading Our Wings” Toward Collaborative Service-Learning: A South African Case Study
Emerald Publishing Limited eBooks, Nov 16, 2022
Higher education in a shifting landscape: Emergence, fragmentation and convergence
Higher education in a shifting landscape: Emergence, fragmentation and convergence, HELTASA Confe... more Higher education in a shifting landscape: Emergence, fragmentation and convergence, HELTASA Conference 2013
The relationship between self-regulation and writing skills in “short messaging service” language
Self-regulation in writing is viewed as critically important in order to be a good writer. With t... more Self-regulation in writing is viewed as critically important in order to be a good writer. With the advent of cellular telephony, what passes as ‘good’ writing is being challenged with the introduction of the abbreviated form of SMS (Short Messaging Service) language. A sequential explanatory mixed-method model was designed in order to determine if High School learners from a school in the North-West Province employ writing strategies in order to self-regulate their SMS text messages. The results of the empirical study indicated that self-regulated learners were more inclined to employ specific writing strategies when composing an SMS text message than less self-regulated learners.
The use of podcasting at a large UoT in South Africa: Successes and challenges as perceived by students
Multi-literacies in digital storytelling
Podcasting at a large UoT: Old hat or inclusive technology?
The works of Penny Siopis: A study of self-regulated strategy development and digital storytelling in art education
Education as Change, 2018
In the light of #FeesMustFall, decolonisation has come to the fore in the South African higher ed... more In the light of #FeesMustFall, decolonisation has come to the fore in the South African higher education landscape. Decolonisation proposes the overthrow of entrenched European power relations in higher education and the study of fairy tales within a pre-service teaching degree in a university English curriculum provides an ideal opportunity for lecturers to challenge this dominance. All too often, cultural fairy tales are analysed and studied within the European trajectory of the structuralist/formalist classification tradition, often rendering the tale to an oversimplified outline which has been reduced to archetypes, motifs and memes which are universalised across cultures and texts. Epistemic awareness of Afrikology has been suggested as a way of facilitating the inclusion of Afrocentric thinking in the English curriculum and giving pre-service teachers a voice in their own learning. The purpose of this paper is to track the creation of context-relevant cultural capital in the w...
Podcasts: A technology for all?
British Journal of Educational Technology, 2016
While the pedagogical benefits and challenges of podcasting as a teaching and learning practice a... more While the pedagogical benefits and challenges of podcasting as a teaching and learning practice are well researched, sometimes with contradictory results, literature on the potential of podcasting as a socially inclusive technology is scanty. Using a quantitative survey design, framed by concepts such as emerging technologies, low-threshold applications and nontraditional students, this study investigated students perceptions at a large institution in South Africa on the access and use of podcasts. Findings indicate that podcasting was well received by all students. Particularly nontraditional students, with specific reference to gender, age and home language, were the ones who engaged most extensively with podcasts. Regular recordings of difficult, content-heavy lectures were perceived as the most effective use of podcasting, showing that course design matters in terms of podcasting usage. Findings also challenged the view of podcasting as facilitating passive learning. In our context, which is defined by severe resource constraints and fear of technology among both lecturers and students, the simplicity and accessibility of podcasts promises a successful mainstream adoption of a low-threshold technology for African higher education. [ABSTRACT FROM AUTHOR]
13 Autobiographical Fairy Tales for Authenticity in the English Classroom: A South African Higher Education Case Study
Multilingual Matters eBooks, Dec 31, 2023
International Journal of African Higher Education
The lack of codes of ethics and codes of conduct in teaching practice is of international concern... more The lack of codes of ethics and codes of conduct in teaching practice is of international concern, with South African universities seemingly lagging behind in recent research. This study aimed to establish the status of ethical codes and procedures regarding teaching practice at South African universities, and what is included in such codes. Critical content analysis was conducted of the ethical policies posted on the universities’ websites. The analysis revealed that most South African universities have not enacted dedicated ethical codes of conduct for teaching practice. It was also found that the elements included in the codes vary across universities. Due to the unique nature of ethical dilemmas relating to teaching practice, this is cause for grave concern. A lack of ethical codes poses potential risks for various role players in teaching practice. The concerns include but are not limited to, unethical relationships between pre-service teachers and staff members, unfair treatme...
South African Journal of Childhood Education, 2019
Background: Learning support in South Africa is a phenomenon where learners who experience barrie... more Background: Learning support in South Africa is a phenomenon where learners who experience barriers to learning are withdrawn from the mainstream class and receive support in their home language and mathematics. A need for learning support surfaced when emphasis was placed on inclusivity in mainstream schools. The efficacy of this withdrawal on self-esteem has however not been investigated.Aim: This study sought to investigate the learners’ experiences of withdrawal for learning support and the relationship with their self-esteem.Setting: A primary school in the Western Cape.Methods: This qualitative design aimed to determine the perspective of the learners. Purposive sampling was used to identify five learners who received learning support. Interpretative phenomenological analysis (IPA) was used to analyse data gleaned from the Rosenberg Self-Esteem Scale (RSES), which had been adapted into an informal interview schedule.Results: Participants in this study did not report negative e...
Reading & Writing, 2015
Research regarding the academic reading load experienced by first year students at universities i... more Research regarding the academic reading load experienced by first year students at universities in South Africa indicated that students are woefully under-prepared to deal with this load as they have limited reading experiences and strategies. This led to the implementation of an academic reading programme at a university of technology. In order to measure the impact of this academic reading programme, a sequential explanatory mixed-method model was designed to determine if the reading programme had led to any significant gains in reading speed and reading comprehension. The results of the empirical study indicated that the academic reading programme improved reading speed whilst maintaining comprehension.
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Papers by Candice Livingston